Additional Support for Learning: review

Foreword

Children and young people are at the heart of Scotland’s ambition for inclusive education. Their strengths, needs and experiences guided this review. It has been more than twenty years since the Additional Support for Learning (Scotland) Act was introduced, and the context in which education is delivered has changed significantly. Since the Morgan Review in 2020, we have also seen the lasting impact of the pandemic and wider pressures on families, communities, and the workforce.

Against this backdrop, I was asked to undertake a short, focused review to bring together the wide range of evidence that already exists about additional support for learning. The intention has been to draw together what we know from national reports, data, and other evidence, and to consider the factors that support delivery, the day‑to‑day experiences in schools, and how policy is translating into practice. I am grateful to those who gave their time and insight during this review.

There are many examples of success, where children and young people experience support that is timely, well‑coordinated and built on strong relationships. Staff show deep commitment and professional expertise. At the same time, the evidence shows pressures and variation that do not always support early, predictable, or sustainable delivery.

The findings set out in this report reflect the realities of a system that is being asked to meet needs that have grown in scale and complexity. They also reflect the need for clearer national expectations, stronger alignment of roles and capacity, and better visibility of learners’ needs and progress.

The recommendations set out in this report focus on key areas that need to be strengthened for the system to operate in a more coherent and effective way. They are framed to support future decisions about the scale of change required, while keeping a clear focus on improving how provision works in practice for learners.

Strengthening how additional support for learning is delivered will require the various parts of the system to work closely. Staff, services, national bodies, and partners each play a vital role, but it is how these roles connect that determines whether children and young people experience timely and reliable support. Improving delivery will depend on clarity, collaboration, and a shared focus on what makes the greatest difference for learners.

Scotland can build on what is already strong and we can help ensure that support is experienced earlier, more consistently and with greater confidence by children, young people, and families.

Janie McManus

Professional Advisor to Scottish Government